Positive Emotional Experiences in Teaching, Teacher Identity, and Student Behaviors: A Symbolic Interactionist Perspective

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  • Author(s): Tsang, Kwok Kuen; Jiang, Lianjiang
  • Language:
    English
  • Source:
    Schools: Studies in Education. Fall 2018 15(2):228-246.
  • Publication Date:
    2018
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: [email protected]; Web site: http://www.press.uchicago.edu
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Secondary Education
    • Subject Terms:
      Emotional Response; Professional Identity; Student Behavior; Interaction; Secondary School Teachers; Secondary School Students; Foreign Countries; Correlation; Teacher Influence
    • Subject Terms:
      Hong Kong
    • Accession Number:
      10.1086/699890
    • ISSN:
      1550-1175
    • Abstract:
      Informed by symbolic interactionism, this study examines how positive emotional experiences in teaching, teacher identity, and student behaviors are associated. According to the symbolic interactionism perspective, positive student behaviors signify that teachers have successfully embodied the teacher identity, which results in positive emotional experiences from their teaching. This study's analysis of interviews with 21 secondary schoolteachers in Hong Kong suggests an alternative explanation: positive emotional experiences in teaching are a result of attaining the goal of teaching, that is, making a difference in students' lives, rather than verifying a teacher identity. This explanation does not necessarily contradict that of symbolic interactionism, but may help elaborate upon the process of emotional experiences in teaching. The findings provide recommendations for improving teachers' emotional experiences in teaching.
    • Abstract:
      As Provided
    • Publication Date:
      2018
    • Accession Number:
      EJ1195812